Examined the performance of Latino learning-disabled children (N=42) of limited English proficiency on the Kaufman Assessment Battery for Children (K-ABC) and the Wechsler Intelligence Scale for Children-Revised (WISC-R). All subscales of the WISC-R and the K-ABC correlated significantly except the K-ABC Sequential scale, which failed to correlate…

The study compared states identifying either many or few students as behaviorally disordered on the variables of (1) average per pupil expenditure, (2) size of minority population, (3) number of students identified as learning disabled. No significant differences between the two groups of states were found for the three variables. (Author/DB)

Discusses the major elements of writing process instruction and the positive influence they have on learning-disabled and inner-city high-risk students. Argues that such process-writing programs might serve as a preventative measure for children likely to be categorized as learning disabled in the future. (HTH)

Studies of the reliability, normative data, construct validity, and concurrent validity of the Social Perception Behavior Rating Scale used with mildly learning-disabled, behavior-disordered, and nondisabled children indicated adequate reliability, marked differences in scores of handicapped and nonhandicapped children, and a logical pattern of…

The research review and survey of 20 teachers of learning disabled (LD) students identified seven components of computer assisted courseware for the LD student considered essential (such as simple directions, an uncluttered screen, and feedback) These components were not consistently found in the courseware evaluated. (Author/DB)

Finger spelling was effectively used to improve the spelling performance of 12 students (grades 4-9) with spelling problems. The 10-step procedure involves use of a partner (preferably a parent), intermittent involvement of the special education teacher, and a time period of 3 to 9 months. (DB)

The study determined the extent to which multidisciplinary teams that include vocational educators are utilized to provide services for mentally handicapped and learning disabled students. Questionnaires were completed by 222 principals or special education directors. Results indicate that vocational educators have limited involvement in the…

The information processing approach to the assessment of learning disabled students' intellectual performance includes decisions about: (1) relationship between hypothesis testing and overall performance, (2) the knowledge base for strategy development, (3) coordination of search strategies, (4) metacognition, and (5) problem solving strategies.…

The study assessed the effects of reading mode (oral versus silent), production format (oral versus written), and structural importance of text on the reading comprehension of 44 learning-disabled males in grades three to eight. Analysis of variance on idea units recalled at four levels of thematic importance indicated a three-way interaction.…

The article maintains that a reductionist fallacy in the four major models (medical, psychological, behavioral, and cognitive strategy) underlying services to learning disabled students explains the efficacy problems that have long plagued the field. (Author/DB)

Applied research suggests that learning-disabled students can benefit from training in test-taking skills to improve their performance on both standardized tests and content area tests. Recommendations for classroom applications enumerate which skills are most important for objective, short answer, and essay question tests and suggest appropriate…

Writing samples from 21 fourth and fifth grade learning-disabled students illustrate three typical problems. The Cognitive Strategy Instruction in Writing program incorporates strategies for performing the writing process and for enhancing student awareness of the roles of audience and text structure in planning, organizing, writing, editing, and…

Receptive and expressive humor was investigated in learning-disabled (LD), mildly retarded, and nondisabled students (N=54) from primary (ages 7-10), intermediate (ages 10-13), and middle school (ages 13-16) grades. LD students did not display increased understanding at later ages and had more difficulty with phonological than with lexical or…

Research is reviewed on using dialog journals to enhance the writing and motivation of learning-disabled students. Dialog journals allow students to choose their topics and promote fluency by emphasizing meaning over mechanics. Guidelines for teachers are provided, and the impact of the experience on a classroom of eight- to 13-year-olds is…

The Lab School of Washington was established to serve moderately to severely learning-disabled children of average to superior intelligence, aged 4-18. This paper discusses the school's historical development, its philosophy of emphasizing the arts, its goals, its population, and its admission policy. (JDD)